● 어떻게 학습이 전이되는가: 어떻게 교수교육펠로우십을 이수한 교수들이 동료와 조직에 영향을 주었는가 (Acad Med, 2015)

어떻게 학습이 전이되는가: 어떻게 교수교육펠로우십을 이수한 교수들이 동료와 조직에 영향을 주었는가 (Acad Med, 2015)

How Learning Transfers: A Study of How Graduates of a Faculty Education Fellowship Influenced the Behaviors and Practices of Their Peers and Organizations

Margaret M. Plack, PT, DPT, EdD, Ellen F. Goldman, EdD, Marilyn Wesner, EdD, Nisha Manikoth, EdD, and Yolanda Haywood, MD

프로그램 평가를 근무지의 커뮤니티workplace community까지 확장시키라는 요구는 교수개발에 투자된 재정의 결과일 뿐만 아니라, 행동의 변화라는 것이 맥락-특이적이고 socially experienced 되는 것이라는 인식에 따른 것이다. 기업 연구에서는 학습한 내용의 매우 일부분 (리더십 프로그램에서는 10%)만이 직무수행능력에 적용된다는 것을 보여주기도 했다. 과업관련성, 동료나 상관의 지지 등과 같은 맥락적 요소가 학습 전이를 높이는데 핵심이다.

The call to expand program assessment to the workplace community is the result of the significant funds devoted to faculty development as well as the recognition that changed behaviors (of teaching, scholarship, leadership) are context- specific and socially experienced.4 The business literature indicates that only a small percentage of what is learned in development programs transfers to job performance—as little as 10% for leadership programs, according to one study.9 Further, contextual factors such as task relevance and peer and supervisor support are key to increased learning transfer.9,10

O’Sullivan and Irby는 FDP의 영향력에 영향을 줄 수 있는 근무지커뮤니티의 네 가지 요소를 밝혔다.

O’Sullivan and Irby3 have identified four components of the workplace community that may influence the impact of faculty development programs:

• workplace tasks and activities;

• relationships and networks;

• mentoring and coaching; and

• organizations, systems, and culture.

본 연구는 Master Teacher Leadership Development Program (MTLDP)의 효과에 대한 것

Our study was designed to determine what impact, if any, graduates of the Master Teacher Leadership Development Program (MTLDP), a faculty education fellowship of the George Washington University School of Medicine and Health Sciences (SMHS), had on peers and work units and how that impact occurred.

 

방법

Method

프로그램 진행기간, 주요 내용

The MTLDP is a yearlong faculty fellowship program aimed at helping faculty enhance their teaching skills, pursue scholarship in education, and develop their leadership potential. The program consists of six graduate courses in adult learning, curriculum design, assessment, qualitative research, teamwork, and leadership. Participants met one-half day per week throughout the year.

시작, 졸업생

Initiated in 2002, the program has graduated 104 medical and health science faculty employed at three different institutions in Washington, DC:

인터뷰

To better understand the impact MTLDP graduates had (if any) on their organization (i.e., Kirkpatrick’s Level 4),4 we used a 60-minute semistructured interview protocol to elicit peer and supervisor perceptions of the graduates’ impact across all program aims: teaching, scholarship, and leadership (Supplemental Digital Appendix 1, http://links.lww.com/ ACADMED/A230). We pilot tested the interview protocol for clarity and audiotaped and transcribed interviews verbatim.

동의 

We obtained informed consents verbally from all participants prior to data collection.

 표본

The academic dean at each institution identified a purposive sample of supervisors and peers from work units/departments where at least two MTLDP graduates practiced. A research assistant (N.M.) sent e-mails describing the study and soliciting their interview participation during fall 2012. Participation was voluntary and unrelated to any evaluation, and no incentives were offered.

 

인터뷰 대상자 선정 기준(분야, 지위)

We considered the following criteria in selecting participants: diversity of specialties across the three sites, and perspectives of supervisors and peers who had been in their positions to see the graduates before and after program completion so they could describe any changes during and after their participation in MTLDP. Participation implied consent, which was confirmed at the start of each interview.

총 숫자 

We invited 17 supervisors and 32 peers to participate.

연구진 구성

Our research team consisted of four faculty members, two from the Graduate School of Education Human Development (GSEHD) including the MTLDP director (E.G.), two from SMHS, and one research assistant from GSEHD. With the exception of the program director, none of us served as program faculty.

 

인터뷰어-인터뷰이 매칭

To mitigate potential bias, with few exceptions, the interviewers were matched with interviewees we had never met.

 

인터뷰 결과 분석

All interviews were transcribed and member checked. We began inductive analysis with one researcher (N.M.) examining data for clusters of meaning. Initial codes were developed and applied to sections of the data by four additional researchers (E.G., M.P., Y.H., M.W.). During this process, we continually compared data in search of emergent themes. Themes and linkages were continually drawn, revised, and verified.11 We sought ongoing consensus to ensure accuracy of the findings. Themes were compared across categories of participants (supervisors, peers) and locations. We sought and further explored negative cases.12 The process continued until no new codes and themes emerged and we unanimously confirmed the accuracy of the findings.

신뢰도 위한 방법

The following served to maximize the credibility and trustworthiness of this study:

• triangulation using multiple researchers and sources of data;

• purposive sampling for diverse perspectives;

• use of rich descriptions to support the emergent themes;

• ongoing search for negative cases;

• member checks; and

• researchers functioning as peer reviewers and devil’s advocates for each other in interpretation and presentation of findings.13

 

방법을 투명하게 공개함

We made methods transparent to enable readers to judge the credibility and transferability of the findings and conclusions.14,15

결과

Results

불참자: 이유와 특성

Of the 17 supervisors invited to participate, 4 declined, 3 because they were retiring, and 1, recently promoted, did not have time.

Of 32 peers, 7 declined; 4 indicated they did not have direct awareness of the graduates’ educational endeavors, 2 cited lack of time, and 1 wanted to participate but traveled extensively and could not be scheduled.

 

최종 참가자

In total, 13 supervisors (6 from SMHS; 5 from CNMC; 2 from DC-VAMC) and 25 peers (11 from SMHS; 10 from CNMC; 4 from DC-VAMC) were interviewed. Only two departments at the DC-VAMC had graduates of the program—thus the lower number of participants.

자신감 향상과 행동의 변화

Enhanced confidence and changed behaviors

Supervisors(S) and peers(P)는 MTLDP의 졸업생들이 자신감이 향상되었으며, 이는 교육자/학자/리더로서 모두 그러하다고 했다.

Supervisors and peers alike noted an increased confidence in graduates of the MTLDP, which was evident in their roles as teachers, scholars, and leaders.

S&P는 프로그램의 세 가지 목적인 교육/연구/리더 영역에서 모두 행동의 변화가 관찰되었다고 했다.

Supervisors and peers noted behavior changes across all three program aims (teaching, scholarship, and leadership).

리소스로서의 역할, 전문성의 공유

Becoming resources and sharing expertise within and outside home departments.

졸업생들은 (다른 사람에게) 조언을 주거나, 아이디어 공유, 새로운 테크닉 도입, 새로운 전략 제시, 멘토 역할 등을 했다. 인터뷰이는 졸업생이 교육/연구/리더십에서 새로운 지식과 전문성을 기꺼이 공유하고자 한다고 말했다. 여기에는 레지던트 교육/교육과정 개발/교수 훈련/인증 이슈/혁신적 문제해결 등이 포함된다.

Graduates were described as offering advice, sharing ideas, introducing new techniques, brainstorming new strategies, and providing mentorship. Interviewees affirmed that graduates willingly shared their new knowledge and expertise in pedagogical approaches, research design, and leadership practices. Their comments identified helping with resident education, curriculum development, faculty training, accredita tion issues, innovative problem solving, and more (Table 1).

Best practice과 혁신의 롤모델

Role modeling best practice and innovation.

MTLDP의 졸업생은 성인학습원칙을 도입, 성찰적 실천 촉진, 능동적 학습을 장려 등의 영역에서 모범적 역할을 했다. 졸업생들은 새로운 테크놀로지를 도입했으며, 다른 교수법을 시도해보려고 했고, 지속적인 피드백을 주고, 받고자 했다. scholary activity에서도 주도적으로 역할을 하여, 국내 컨퍼런스에서 정기적으로 발표도 하였다. 팀 미팅에서 의견을 뚜렷하게 제시하고 주도적인 역할을 하여서 자신감이 있지만 calm하였다. 리더로서 이들은 효과적으로 토론을 이끌었고, 미팅의 control을 유지하면서도 모든 사람에게 말할 공간을 열어주었다.

Participants’ comments show that MTLDP graduates led by example as they incorporated adult learning principles, facilitated reflective practice, and encouraged active learning in their classrooms. They leveraged new technologies and were willing to try different pedagogies, and both offered and sought ongoing feedback. They reported taking the lead in scholarly activities and regularly presented at national conferences. In team meetings they described being assertive and directive, yet confident and calm. As leaders, they contributed effectively to discussions and maintained control of meetings while still providing space for all to speak (Table 1).

체계적인 접근법의 롤모델

Role modeling systematic approaches.

어떻게 졸업생들이 새로운 교육과정/프로젝트/혁신의 설계 단계에서부터 평가를 강조했는지에 대한 언급이 있었다. 프로젝트를 기획과 관리, 문제해결에 있어서 methodical 했으며, 졸업생은 근거를 탐색하고, 연구를 수행함에 있어서 rigorous한 기준을 유지하는 것이 확연하였다. 졸업생은 학습자-중심, 성과-중심 의 특성이 있었다.

Interviewees commented on how graduates stressed assessment beginning at the design phase of any new curri- culum, project, or innovation, and viewed assessment as a means of continuous improvement. They reported being methodical in their planning and project management and in their approach to problem solving. Graduates distinguished themselves as being thorough in search ing the evidence and maintaining rigorous standards in conducting research. They described being learner centered and outcome focused (Table 1).

협력을 촉진

Fostering collaboration.

졸업생들이 여러 disciplines에 걸쳐서 일하는 것을 편안해한다고 했다. 상호작용을 장려했으며, 팀에서 shared meaning을 만드는 것을 강조했다. 교육자료를 기꺼이 공유하고자 했고, 동료들로 하여금 scholarly pursuit에 함께하자고 했고, 동료들에게 멘토가 되었고, scholarly presentation을 했고, collaborative work group의 강력한지지자였다.

Participants noted that graduates regularly felt comfortable working across disciplines. They described encouraging interactions and the development of shared meaning on teams. Participants’ comments affirm that they willingly shared teaching mate- rial, inspired peers to join in scholarly pursuits, mentored fellows, offered scholarly presentations, and were strong advocates for collaborative work groups (Table 1).

새로운 역할을 받아들이기

Assuming new roles.

졸업생들이 새로운 도전과제를 받아들이고, 조직 내에서의 engagement에 대한 sense가 높아졌다고 했다. 혁신적 교육과정 모델의 설계/평가/발표에 있어서 리더역할을 맡았으며, 우수한 의학교육 학술지에 발표했고, 국내 미팅에서 정기적으로 발표를 했다. 많은 졸업생이 근무지에서 리더십 역할을 맡았고, 심지어 일부는 국가단위에서 리더십 역할을 맡았다.

Supervisors and peers agreed in observing that graduates were willing to take on new challenges and demonstrate a heightened sense of engagement in the organization. They were described as taking leadership roles in designing, evaluating, and presenting outcomes of innovative curricular models; publishing in leading medical journals; and regularly presenting at national meetings. Many accepted new leadership roles in their workplace, and some even assumed leadership at the national level (Table 1).

인식을 향상시키고, 공통의 이해를 만들고, 동료의 행동을 변화시키기

Raised awareness, shared understanding, and changed peer behaviors

초기의 theme들은 졸업생들의 변화된 행동을 관찰한 근거들이 있었다. 추가적인 theme에서는 어떻게 이들 행동이 동료와 work group unit에 영향을 주었는지를 보여주었다. 졸업생들의 행동이 동료들의 MTLDP프로그램의 효과에 대한 인식awareness를 향상시켰으며, 동료의 행동을 변화시켰다.

Initial themes provided evidence of observed behavior changes in graduates. Additional themes provided insight into how these behaviors impacted peers and work group units. Graduate behaviors raised peer awareness of the impact of the MTLDP program and changed peer practices. Peers and supervisors noted how

“things like reflection are … starting to permeate,” “it rubs off on those around them, I don’t know if it is diffusion or whatever,” “I think it trickles down,” and “other faculty who are nongraduates see [graduates in action] and [say] maybe I should do that too.”

 

인식이 향상되면서, 다음과 같은 코멘트도 있었다.

As awareness was raised, participants’ behaviors were reported to change as noted by these comments: “[graduates are] influencing us to have a higher level of rigor,” “[they] influenced us to use reviews and feedback … [which is] the norm now,” “[they are] influencing us to use different methodologies when one does not seem to work, based on our assessments.”

개개인의 인식이 향상되고, 행동이 변하면서, shared understanding이 생겨나며, work group의 행동이 변하기 시작하였고, 지속적 학습의 문화가 만들어졌다.

As awareness increased and individuals began to change practice, a shared understanding developed and work group behaviors began to change, leading to a culture of continuous learning (Table 2). 

지속적학습의 문화culture of continuous learning를 촉진

Facilitating a culture of continuous learning

critical mass가 만들어졌으며, 졸업생들은 교육리더십 기회를 받아들였고, culture of continuous learning이 생겨났다.

Comments revealed that as a critical mass developed and graduates accepted educational leadership opportunities, a culture of continuous learning began to develop across the organization as illustrated by the following comments:

 

 

토론

Discussion

O’Sullivan and Irby의 모델에 '어떻게 work group에 학습이 전이되는가'에 대한 내용이 더해졌다. 졸업생의 critical mass가 형성되고, 리더십의 기회를 제공하는 것이 학습의 전이를 촉진하고 지속적학습의 문화를 장려하는데 기여한다.

We believe this adds a dimension to O’Sullivan and Irby’s model,3 as reconceptualized in Figure 2, that describes how learning transfers to the work group. Further, having a critical mass of graduates and providing oppor- tunities for leadership facilitated that lear ning transfer and fostered a culture of continuous learning within the work group.

연구 결과는 학습이 social process라고 보는 workplace learning에 대한 기존 연구와 부합한다. 한 사람이 배운 내용을 다른 곳(workplace)에 전이하는 것은 협력, 직무활동에 함께 참여, 정보 교환, 지도guidance 받기, 코치 받기, 행동의 관찰과 모밤을 통해서 가능하다.

Our findings are consistent with the workplace learning literature, which describes learning as a social process.16 Transferring what one person learns to another in the workplace occurs through

• collaboration and participating in work activities together,

• exchanging information,

• receiving guidance,

• being coached, and

• observing and copying behaviors.17,18

 

근무지학습 문헌을 보면, transfer는 비공식적으로 발생하는 것이며, 멘토링이나 과제완수, 미팅참석의 부산물로서 우연히 발생한다. 우리의 연구 결과는 transfer의 상당부분은 우연히, 그리고 work group units across the organization에서 발생하며, 이것이 의미하는 바는 더 큰 조직구조 수준에서 이것이 learning으로 인정되고 있지 않고, 따라서 프로그램의 가치를 인정받는데 한계가 된다. 종합적으로, 우리의 연구결과는 FDP가 조직에 미치는 영향에 대해서 말하고 있으며, Kirkpatrick의 4레벨은 평가가능하고 실제로 발생한다.

The workplace learning literature describes the transfer as taking place informally,19 through both deliberate means such as mentoring, and incidentally as a by-product of task completion and meeting attendance. Our findings suggest that a significant portion of the transfer takes place incidentally and within work group units across the organization, which may mean that it is not acknowledged as learning within the larger organizational structure, thus limiting the recognition of the program’s value.20,21 Overall, our analysis indicates that the impact of a faculty development program on the organization—for instance, Level 4 as described by Kirkpatrick4—can be assessed and does occur.

Critical mass와 Educational leadership opportunities가 핵심 요인이다. 다음과 같은 상황에서는 전이가 발생하지 않는다.

Our interviewees identified critical mass and educational leadership opportunities as key factors aiding transfer. In another health care context, transfer of training was found to be absent because of

• 조직의 서포트가 분절됨 fragmented organizational support,

• 적용할 시간이 없음 lack of time to practice what was learned, and

• 조직의 전략과 잘 맞지 않음 lack of alignment with organizational strategy.22

 

MTLDP의 졸업생은 기회가 있었고, 그렇게 하는 것이 장려되었으며, 조직의 전반적 지향과 맞았다.

The graduates of the MTLDP had opportunity to apply what they learned pre- and post graduation, and were encouraged to do so, and the program aims are consistent with each of the three organization’s overall direction of building teaching, scholarship, and leadership excellence. Although these additional factors were not explicitly stated in our findings, they may be equally important to learning transfer.

 

 

7 Lown BA, Newman LR, Hatem CJ. The personal and professional impact of a fellowship in medical education. Acad Med. 2009;84:1089–1097.

10 Yamnill S, McLean GN. Theories supporting transfer of training. Hum Res Dev Q. 2001;12:195–208.

 

 

 

 

---

Acad Med. 2015 Mar;90(3):372-8. doi: 10.1097/ACM.0000000000000440.

How learning transfers: a study of how graduates of a faculty education fellowship influenced the behaviors andpractices of their peers and organizations.

Plack MM1, Goldman EF, Wesner M, Manikoth N, Haywood Y.

Author information

• 1Dr. Plack is professor, Department of Physical Therapy and Health Care Sciences, School of Medicine and Health Sciences, George Washington University School of Medicine and Health Sciences, Washington, DC. Dr. Goldman is associate professor of human and organizational learning, George Washington University Graduate School of Education and Human Development, and director, Master Teacher Leadership Development Program, George Washington University School of Medicine and Health Sciences, Washington, DC. Dr. Wesner is assistant professor of human and organizational learning, George Washington University Graduate School of Education and Human Development, and director, Masters' Program in Human Resource Development, George Washington University Graduate School of Education and Human Development, Hampton Roads, Virginia. Dr. Manikoth is research assistant, Department of Human and Organizational Learning, George Washington University Graduate School of Educationand Human Development, Washington, DC. Dr. Haywood is associate dean for student and curricular affairs and associate professor of emergency medicine, George Washington University School of Medicine and Health Sciences, and decanal liaison, Master Teacher Leadership Development Program, George Washington University School of Medicine and Health Sciences, Washington, DC.

Abstract

PURPOSE:

Faculty development programs have been criticized for their limited assessment methods, focused only on the learners and limited to satisfaction measures or self-reported behavior changes. Assessment of organizational impact is lacking. This study explored the impact of facultyeducation fellowship graduates on their organization and how that impact occurred.

METHOD:

The design was a qualitative study of 13 departments across three institutions, partnered with the George Washington University School of Medicine and Health Sciences. In-depth interviews with 13 supervisors and 25 peers of graduates were conducted in fall 2012 to examinegraduates' organizational impact related to program purposes: enhancing teaching skills, pursuing scholarship in education, and developing leadership potential. Triangulation, purposive sampling, rich descriptions, and member checks minimized bias and optimized transferability.

RESULTS:

A model of how graduates of a faculty education fellowship transfer learning to peers and their organizations emerged. Analysis of interview responses showed that in the presence of environmental facilitators, graduates exhibited enhanced confidence and five new behaviors.Graduates raised peer awareness, leading to changes in individual and group practices and development of shared peer understanding. Analysis suggests they facilitated a culture of continuous learning around teaching, scholarship, and leadership.

CONCLUSIONS:

This study enhances traditional assessment of faculty education fellowship programs by examining the impact that graduates had on peers and work groups. A model is proposed for how graduates interact with and impact work group processes and practices. This model can facilitate more comprehensive program assessments, which can demonstrate program impact beyond the individual participant.

PMID:

 

25099243

 

[PubMed - indexed for MEDLINE]